Principal’s Meeting
December 2011
Duplin County Schools
Revised Bloom’s Taxonomy
A Tool for Rigor and Alignment
Writing to Learn Activity
INDIVIDUALLY COMPLETE THE
FOLLOWING STATEMENT:
I Would Know That Teaching And Learning In
LOGO
A Classroom or School Were Rigorous if….
Company
 List all indicators that come to your mind
 Find a partner and share list
 Pair with another pair and agree on items to
report out
2
Learning Targets
Participants will :
Understand
Rigor
Company
LOGO
Understand Revised Bloom’s Taxonomy
Apply RBT to Evaluate Curriculum,
Instruction, and Assessment Alignment
3
Workshop Goal
The goal for this session is:
Facilitate instructional leaders in a collaborative
Company
effort to measure and increase classroom rigor
LOGO
in order to meet the demands of Common
Core/Essential Standards implementation and the
goals of the District-Wide Early College Initiative.
4
GRADE 6
Company
LOGO
5
Big Ideas
 Rigor is the expectation that students
will be able to perform at levels of
cognitive complexity necessary for
Company
proficiency at each grade level, and
LOGO
readiness for college and the workplace.
 Alignment of instruction and
assessment with standards/objectives
that are at those levels of cognitive
complexity is a critical part of increasing
rigor in schools.
6
Two Dimensions
1.
2.
REMEMBER UNDERSTAND
Recognizing
Recalling
Company
LOGO
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
Executing
Implementing
Differentiating
Organizing
Attributing
Checking
Critiquing
Generating
Planning
Producing
A. Factual
Knowledge
A1
A2
A3
A4
A5
A6
B. Conceptual
Knowledge
B1
B2
B3
B4
B5
B6
C. Procedural
Knowledge
C1
C2
C3
C4
C5
C6
D. Metacognitive
Knowledge
D1
D2
D3
D4
D5
D6
7
Value of Revised Bloom’s
More authentic tool for curriculum planning,
instructional delivery and assessment
 Applies to K−16 and beyond
Company
 Emphasizes explanation and description of
LOGO
subcategories
 Describes content and learning and provides
examples across subject areas
 Plots objectives, activities and assessments for
entire unit, ensuring alignment and rigor
 Helps develop a shared vocabulary
8
RBT: Levels of Knowledge
 Factual
 Conceptual
LOGO
 Procedural
 Metacognitive
Company
9
Factual Knowledge
 Basic elements
 Terminology
Company
 Specific details
LOGO
and elements
10
Conceptual Knowledge
Knowledge of more complex, organized
knowledge forms to include:
Classifications and categories
 Principles and generalizations
LOGO
 Theories, models, and structures

Company
11
Procedural Knowledge
 Knowledge of how to do something
 Methods of inquiry
 Criteria for using skills, algorithms,
Company
LOGO
techniques, and methods
 Criteria for determining when to use
appropriate procedures
12
Metacognitive Knowledge
 Knowledge of cognition in general
 Awareness and knowledge of one’s own
cognition
Company
LOGO
 Strategic
 Cognitive tasks


Contextual
Conditional
 Self-knowledge
13
RBT: Cognitive Domains
 Remember
 Understand
LOGO
Apply
 Analyze
 Evaluate
 Create
Company
14
Remember
Retrieve relevant knowledge from longterm memory by:
 Recognizing—Identifying
Company
LOGO
 Recalling—Retrieving
15
Understand
Construct meaning by:
 Interpreting- Changing from one form of representation to another
 Exemplifying- Finding a specific example or illustration of a concept
or principle
Company
 Classifying- Determining that something belongs to a category
LOGO
 Summarizing- Abstracting a general them or major points
 Inferring- Drawing a logical conclusion from presented information
 Comparing- Detecting correspondences between two ideas, objects
and the like
 Explaining- Constructing a cause-and-effect model of a system
16
Apply
Carry out or use a procedure in a given
situation by:
 Executing—carrying out
Company
LOGO
 Implementing—using
17
Analyze
Break material into its constituent parts
and determine how the parts relate to one
another and to an overall structure or
Company
purpose
by:
LOGO
 Differentiating discriminating, distinguishing, focusing, selecting
 Organizing finding coherence, integrating, outlining, structuring
 Attributing deconstructing
18
Evaluate
Make judgments based on criteria and
standards by:
 Checking—coordinating, detecting,
Company
LOGO
monitoring, testing
 Critiquing—judging
19
Create
Put elements together to form a coherent
or functional whole; reorganize elements
into
a
new
pattern
or
structure
by:
Company
LOGO
 Generating—hypothesizing
 Planning—designing
 Producing—constructing
20
Putting Knowledge and Action Together
Company
LOGO
 Tagging the standards
involves placing the
appropriate knowledge level
with the appropriate cognitive
process
 Specifies the depth of mastery
necessary for success
 Must have both components
for the correct intersection
21
Two Dimensions
1.
2.
REMEMBER UNDERSTAND
Recognizing
Recalling
Company
LOGO
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
Executing
Implementing
Differentiating
Organizing
Attributing
Checking
Critiquing
Generating
Planning
Producing
A. Factual
Knowledge
A1
A2
A3
A4
A5
A6
B. Conceptual
Knowledge
B1
B2
B3
B4
B5
B6
C. Procedural
Knowledge
C1
C2
C3
C4
C5
C6
D. Metacognitive
Knowledge
D1
D2
D3
D4
D5
D6
22
Tagging on the Taxonomy
,
Company
LOGO
23
Alignment to Standard
1.
Remember
Instruction and
A.
formative
Factual assessment
Company
knowledge
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
Instruction and
formative assessment
LOGO
Instruction and
B.
formative
Conceptual
assessment
knowledge
C.
Procedural
knowledge
Instruction and
formative and
summative
assessment
Standard
D.
Metacognitive
knowledge
24
Questions to ask when tagging
On the matrix…
 Where does the learning take place?
Company

Where
does
the
instruction
take
LOGO
place?
 Where is the assessment?
 Has alignment been achieved?
25
S-V-O
 Circle verb. Underline the object (noun
phrase).
 Rephrase the standard so that students
Company
LOGO
and parents have a clear idea of what is
expected.
 Determine the appropriate cell on the
taxonomy.
26
Instructional Intent = Alignment
WHAT IS THE INTENT OF THE
FOLLOWING OBJECTIVE?
Company
LOGO
Compare
the shape, center, and spread of
univariate data using graphical displays,
quartiles, percentiles, outliers, mean and
standard deviation.
B – 2.6
27
Instructional Intent = Alignment
WHAT IS THE INTENT OF THE
FOLLOWING OBJECTIVE?
Company
LOGO
Interpret
differences in shape, center, and
spread in the context of the data sets,
accounting for possible effects of extreme
data point (outliers).
B – 2.6
28
Examples: Dimensions
1.
Remember
A.
Activity: Ask
Factual students to
Company
knowledge
classify different
2.
Understand
3.
Apply
4.
5.
6.
Analyze should
Evaluate
Students
learn to use Create
laws of electricity and
magnetism to solve problems
LOGO
types of problems
B.
Conceptual
knowledge
Activity: Multiply twodigit numbers.
C.
Procedural
knowledge
D.
Metacognitive
knowledge
Activity: Remember strategies for
monitoring decisions and choices.
29
Unit Alignment Overlay
1
Remember
2
Understand
3
Apply
4
Analyze
5
Evaluate
6
Create
A
Factual
Company
B
Conceptual
ACTIVITY
1
LOGO
ASSESS A
C
Procedural
ACTIVITY 2 ACTIVITY
STANDARD /
7
OBJECTIVE
ASSESS B
ACTIVITY 3
ASSESS C
ACTIVITY
6
ASSESS D
D
MetaCognitive
ACTIVITY 4
ACTIVITY 5
30
Alignment Activity
USE THE REVISED BLOOM’S CHART AND ALIGN THE
FOLLOWING 4th GRADE HISTORY OBJECTIVE FROM
THE NC ESSENTIAL STANDARDS.
Company
LOGO
Summarize the change in cultures, everyday
life and status of indigenous American
Indian groups in NC before and after
European exploration.
B–2
31
Alignment Activity
 Pick one of your grade level objectives
from the bag provided.
 Tag where it fits on the Taxonomy Chart
Company
LOGO
 Select one from your group and…



Write one instructional activity that aligns
Write one oral question that aligns
Write one test question that aligns
 Be prepared to report and explain your
products!
32
Getting Rigor Right
 Article Review
LOGO
 Creating a Common Instructional
Framework for Duplin County
Schools
Company
33
21st Century Learners
Company
LOGO
Source: National Training Laboratories: Bethel, Maine
34
Suggested Next Steps…
Teacher snapshots/walkthroughs
will create an awareness of rigor and
Company
LOGO alignment in the classrooms.
Consider using the handouts provided to walk through teacher’s classrooms to
observe their use of RBT.
35
Closing Thoughts
Man’s mind stretched to a new idea never goes back to its original
dimensions.
(Oliver Wendell Holmes)
Company
LOGO
The very act of using the taxonomy can inform our
decisions and motivate us toward demanding higher
levels of rigor and preparing students for career,
college and life.
36